Demystifying the Cultural Representations in International High School English Textbooks: A Social-Semiotic Approach and Teachers' Views
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| Title: | Demystifying the Cultural Representations in International High School English Textbooks: A Social-Semiotic Approach and Teachers' Views |
|---|---|
| Language: | English |
| Authors: | Fadhila Yonata (ORCID |
| Source: | Educational Research and Evaluation. 2024 29(7-8):399-421. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, High Schools, Multicultural Textbooks, Language Teachers, English (Second Language), Teacher Attitudes, Cultural Context, Disproportionate Representation, Multicultural Education, Textbook Evaluation, Private Schools |
| Geographic Terms: | Indonesia |
| DOI: | 10.1080/13803611.2024.2358434 |
| ISSN: | 1380-3611 1744-4187 |
| Abstract: | Albeit cultural content in English textbooks have been much reported, little empirical evidence addresses global or international-distributed English textbooks. To fill this void, the present qualitative content analysis study aims to explore the representation of cultural content in international English textbooks used for Indonesian senior high school students. For another contribution, we also attempt to gain English teachers' perceptions of cultural content in the textbooks examined through written interviews. Grounded in a social semiotic approach, the findings showcased that the textbooks' content represents inner-circle countries in the aspect of perspectives, products, persons, and practices. Further, the imbalance in the cultural representation of the outer circle and expanding circle countries indicated that the authors do not sufficiently increase the global cultural awareness of English language learners because other cultural perspectives on varieties of English are not included. The interviews analysis revealed that the cultural contents were short and required improvement. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1446128 |
| Database: | ERIC |
| Abstract: | Albeit cultural content in English textbooks have been much reported, little empirical evidence addresses global or international-distributed English textbooks. To fill this void, the present qualitative content analysis study aims to explore the representation of cultural content in international English textbooks used for Indonesian senior high school students. For another contribution, we also attempt to gain English teachers' perceptions of cultural content in the textbooks examined through written interviews. Grounded in a social semiotic approach, the findings showcased that the textbooks' content represents inner-circle countries in the aspect of perspectives, products, persons, and practices. Further, the imbalance in the cultural representation of the outer circle and expanding circle countries indicated that the authors do not sufficiently increase the global cultural awareness of English language learners because other cultural perspectives on varieties of English are not included. The interviews analysis revealed that the cultural contents were short and required improvement. |
|---|---|
| ISSN: | 1380-3611 1744-4187 |
| DOI: | 10.1080/13803611.2024.2358434 |
